Early Childhood Education And Care Research Articles

Navigating Parenthood in the Pandemic: Revealing the Trade-offs of Childcare Choices Through Conjoint Analysis

Inequalities that emerged during COVID-19 pandemic highlight the need to examine parent constraints in their decision-making around work and early childhood education and care (ECEC). This paper draws on conjoint survey data from a representative sample of 976 parents from the four largest Canadian provinces to examine the trade-offs parents made regarding their child’s care during the pandemic. Demographic differences in parental income, employment status, and having a child with special needs shaped childcare preferences in different ways. Our analysis finds that the most important factor in parent decision-making was type of ECEC (with a strong preference for licensed arrangements), followed by choices related to health and safety during the pandemic. The conclusion considers policy implications, including the need for more targeted and inclusive approaches that address the varying needs and circumstances of parents to enhance the overall quality and accessibility of care services post-pandemic and beyond.

Content Validity of Teacher’s Evaluation of Neurodevelopmental Delays (TEDD) Tool for Indian Preschoolers

Background Early detection of developmental delays in children can significantly help them realise their full potential. The Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-V), is the system in use at the moment to detect neurodevelopmental delays among children in the United States and other Western nations. However, due to cultural differences, there is a pertinent need for a content-validated module in the context of low- and middle-income countries, including India. Purpose The aim of this study was to develop and validate Teacher’s Evaluation of Neurodevelopmental Delays (TEDD) tool based on the criterions and definitions of neurodevelopmental disorders as mentioned in DSM-V and then synced with developmental milestones mentioned in International Classification of Diseases, 10th revision (ICD-10) and Early Childhood Care and Education (ECCE)/ New York City Early Education Centre (NYCE) framework, and items were worded in behavioural terms Methods We did a thorough review of the literature for the development of TEDD tool and used modified Delphi technique to content validate it. Data from nine experts, such as doctors, clinical psychologists, special educators, speech and language and applied behaviour analysis therapist were used for the analysis. Results Analysis resulted into 28 items being retained which can be applied in the Indian context. Conclusion This study has shown good content validity of the TEDD tool. Future studies are being planned to rule the feasibility and reliability of this tool.

Effectiveness of a movement and music programme on activity, sedentary, and sleep behaviours and motor and musical skills in young children: protocol for the MoviMusi cluster randomised controlled trial

The early childhood education and care (ECEC) environment is an important setting for providing children with daily opportunities for movement and music, supporting holistic child development in the early years. To date, there are no studies evaluating the implementation of a holistic programme in the ECEC context in the areas of movement behaviour and motor and musical skills. The main aim is to examine the effectiveness of a holistic movement and music programme on physical activity (PA), sedentary behaviour and sleep, motor skills and musical skills in young children (1–3 years). The secondary aims are to examine the impact of the movement and music programme on the perceptions of the educational community, as well as the barriers and facilitators they perceive in the process of baseline assessment, construction, and implementation of the movement and music programme in their own ECEC community. This cluster-randomised controlled trial (intervention and control groups) with public ECEC centres will be performed over a 24-month period. Baseline measurements will be taken in the first year of the project, and assessments to examine the effectiveness of the programme will take place 12 months after the baseline assessment. For young children the main outcome variables will be: (a) PA, sedentary time, and sleep time; (b) gross and fine motor skills; and (c) musical skills. The secondary outcomes will be: (a) PA and sedentary time during outdoor play and structured PA sessions; (b) play patterns during outdoor free play; and (c) movement and music behaviours after ECEC hours. For families, secondary outcomes will be: (a) perceived barriers and facilitators to PA in young children; (b) perceived barriers and facilitators to the inclusion of music at home; and (c) the means of transport to ECEC settings and barriers to active commuting. For ECEC educators, the secondary will be: (a) perceived barriers and facilitators for the inclusion of movement and music as curricular practices in the ECEC institution; (b) perceived impact of the implementation of the movement and music programme. This research project aims to fill a knowledge gap during a period of childhood that has rarely been explored, either nationally or internationally (1–3 years), and to position movement and music teaching practices as key contexts in the curriculum development of infant and toddler education.

School Readiness and Early Childhood Education and Care Services Among Dual Language Learners

ImportanceDual language learners (DLL) (ie, children learning 2 or more languages) present lower school readiness than non-DLL children, putting DLL children at risk of later school difficulties and adverse outcomes. However, it is unclear whether participation in early childhood education and care (ECEC) services may reduce this gap.ObjectiveTo assess whether ECEC exposure may reduce the school readiness gap between DLL and non-DLL children in a population-based sample.Design, Setting, and ParticipantsThis census survey study was performed from February to May 2022 in the Canadian province of Quebec using data from the Quebec Survey of Child Development in Kindergarten, which includes all children who attended kindergarten in the 2021 to 2022 school year in public and private schools in Quebec (n = 80 587), except for Cree and Inuit territories.ExposureChildren’s ECEC arrangement before kindergarten was retrieved from register-based data and teachers and arrangements were categorized as exclusive parental care, childcare, pre-kindergarten only, or childcare and pre-kindergarten. Based on their mother tongue and language of instruction, children were classified as French speaking, English speaking, bilingual French-English speaking, or neither French nor English speaking (allophone) children, the last 2 groups of which represented the DLL category.Main Outcomes and MeasuresVulnerability in school readiness was defined as a score below the 10th percentile in any of the 5 domains of the validated Early Development Instrument (EDI): (1) physical health and well-being; (2) social competence; (3) emotional maturity; (4) language and cognitive development; and (5) communication skills and general knowledge.ResultsIn total, 80 587 children were surveyed, and 71 585 children were included in analyses. Mean (SD) child age was 6.0 (0.3) years, 34 911 children (48.8%) were female, and 18 341 children (25.6%) were DLL. English-speaking, bilingual French-English–speaking, and allophone children were more likely to be vulnerable in the EDI (769 of 2355 children [32.7%], 4814 of 13 981 children [34.4%], and 1622 of 4360 children [37.2%], respectively) than French-speaking children (13 664 of 50 890 children [26.9%]). In logistic regression analyses adjusted for social selection bias in ECEC arrangement, attending ECEC services was associated with a lower risk of being vulnerable among all language groups compared to parental care, with odds ratios ranging from 0.26 (95% CI, 0.25-0.27) to 0.96 (95% CI, 0.80-1.14), except in the emotional maturity domain. ECEC exposure was associated with reduction in vulnerabilities disparities between DLL and non-DLL children after adjusting for confounding factors, including socioeconomic status.Conclusions and RelevanceECEC services may foster school readiness for all children, especially DLL, and should be considered to reduce school inequalities.

‘We have a great deal of influence’: Finnish early childhood in-service teachers’ agency for culturally sustaining pedagogy

ABSTRACT This qualitative study focused on the role of teacher agency and critical reflection in the context of an in-service training programme for early childhood education and care (ECEC) teachers in Finland. The programme emphasised culturally sustainable pedagogy and aimed to support teachers in an increasingly multilingual society. This study aimed to investigate how teachers displayed agency as they tried to promote culturally sustaining pedagogy, and how critical reflection interacted with teachers’ professional agency. The data of the study were versatile, as they consisted of influential texts implemented via the creative writing process, two questionnaires, and interviews with the participants. The data were analysed theoretically and empirically through inductive-deductive reasoning. The investigation revealed four levels at which in-service teachers manifest agency in culturally sustaining pedagogy: individual, child-oriented, institutional, and societal. The results revealed that by writing influential texts, ECEC practitioners significantly challenged their assumptions about their agentic capacity and inspired them to reflect on their practices critically. The findings also revealed that in terms of the targeted audience, participants were not confident in their agentic role in influencing systemic change. These findings highlight the importance of discussing multiple aspects of agency in teacher education by using guided critical reflection.

Early years practitioners in Poland – thematic analysis on professional identities

ABSTRACT This research explores perceptions of practitioners’ professional identity in early childhood education and care (ECEC) in Poland. Igor Knez’s theory on professional identity was applied. Qualitative methodology was used to gather personal perspectives and thematic analysis as a tool to define professional identity. Practitioners’ self-constructions of their own childhood were imagined as “romanticized constructions” and “childhood on the margins.” Practitioners see themselves as professionals committed to continuous learning. Participants in this study felt less self-efficacy with respect to working with parents than with children. Practitioners preferred to discuss negative relationships with parents.

Including adults and peers through translanguaging in literacy activities

ABSTRACT Translanguaging in reading activities in Early Childhood Education and Care (ECEC) can result in child engagement, language learning and the development of multilingual identities. Few studies have explored the engagement of very young children and languaging when they participate in activities with both educators and parents. The present study therefore investigates the ways in which educators in two daycare centres and parents jointly supported children when the parents read in the home language as well as the children’s engagement and interactions. The observational and interview data were collected in Luxembourg where a multilingual education policy is in place in ECEC. The findings show that the parents used the home language on its own or together with the instructional language which, in turn, resulted in different emotional and instructional support and impacted children’s engagement and interactions differently. While the opportunities to hear and speak a home language other than the institutional one resulted in most children performing their multilingual identities, children only engaged with content, interacted with the parent, educator and peers, and included them when the adults translanguaged. The findings suggest that children and parents can benefit from collaborative reading events when the adults draw on children’s multilingual repertoires.

Enhancing core components for a digital “healthy eating” resource in early childhood and care settings: staff’s perceptions and needs

BackgroundIn response to the growing need for effective programmes to promote healthy eating habits among children in real-world settings, we conducted a qualitative study. Our aim was to explore the content-related needs of early childhood education and care (ECEC) staff regarding the core components of an upcoming digital “healthy eating” resource. This resource, designed for real-world implementation through the Nutrition Now project, seeks to enhance children’s nutrition and health within ECEC settings.MethodsTwelve individual semi-structured interviews with ECEC staff in a Norwegian municipality were conducted. Subsequently, we conducted two focus group discussions, involving five participants, to encourage reflection on the preliminary findings from the individual interviews. Qualitative thematic analysis was conducted using Nvivo software. Data from the interviews and focus groups were transcribed verbatim and analysed thematically to identify and summarise staff’s subjective experiences and reasoning.ResultsSix themes were identified for the development of the upcoming digital “healthy eating” resource: (1) A comprehensive recipe bank, and menu suggestions, (2) Tips for easy and quick cooking, simple hygiene and allergy management, (3) Age-appropriate food learning ideas, (4) Strategies for mealtime learning and engagement, (5) Alignment with the national ECEC curriculum, and (6) Parent-friendly access and content.ConclusionsThis research provides valuable guidance and informs the adaptation of an expert-led digital “healthy eating” intervention to better suit ECEC staff and the ECEC context, consequently enhancing its feasibility and effectiveness.Trial registrationThis study was not registered in a trial registry as it is not a clinical trial or intervention study but serves as a pilot for the Nutrition Now study, trial identifier ISRCTN10694967 (https//doi.org/10.1186/ISRCTN10694967), registration date 19/06/2022.

Early Childhood Education and Care Services, and Parents’ Work–Life Balance

Parents’ work–life balance represents a major challenge, especially for those who have young children. The present article aims to identify the perceptions of parents relating to the purpose of early childhood education and care (ECEC) services, care responsibilities, and factors that affect the balance between caring responsibilities for children and the professional career of parents. Using a database with 825 parents, who have children aged between 0 and 6 years enrolled in the ECEC system (nurseries, kindergartens), we performed a descriptive statistical analysis and a logistic regression to identify factors that affect the balance between caring responsibilities and career. The results indicate an appreciation of the usefulness of ECEC services (nurseries/kindergartens) by parents and underline the importance of parents’ involvement in the activities of ECEC services. Results also show that three factors affect the balance between caring responsibilities for children and professional career as follows: the residence area, the educational level, and the proximity to ECEC services. The need to develop ECEC services in Romania is correlated with the work–family balance field. Policymakers should focus more on structural changes and the development of early childhood education and care services, as well as the expansion of such services in both rural and urban areas.

Improving implementation of health interventions among ECEC organisations: a social network analysis

Abstract The environment wherein a child grows up determines many health and life outcomes of the child. The early childhood education and care (ECEC) is an important setting for children which offers possibilities for health promotion activities. A learning network with professionals from ECEC organisations in South-Limburg, the Netherlands is established, aimed at sharing health promotion ‘best practices’. This study examined the network structure of the learning network and of ECEC locations regarding health topics such as nutrition, physical activity and sun protection. A mixed-methods design was adopted. An online-questionnaire was used to examine the relationships of the members of the learning network (N = 6) and ECEC locations (N = 59) between these organisations and with organisations related to the health topics. Data was analysed and visualised using a social network analysis (SNA) in UCINET. Thereafter, semi-structured interviews were held with the members of the learning network (N = 6), to discuss the network structure and possible improvements of the network. The SNA showed a weak network structure for the learning network and ECEC locations. Connections were mostly related to organisations in the field of nutrition and physical activity. This implied that health interventions related to sun protection and green environments were not implemented to the same extent as nutrition and physical activity. The interviews provided insight into the underlying reasons for (the lack of) certain connections. Overall, the members were satisfied with the quality and quantity of their current collaborations. The SNA and interviews indicated that the collaboration between ECEC organisations and organisations related to other health topics like green environment or sun protection could be improved. Therefore, it is recommended that ECEC organisations should engage in collaborations with organisations in these domains.

Validity and reliability of a physical literacy knowledge, attitudes, self-efficacy and behaviors questionnaire for early childhood educators (PLKASB-ECE): An exploratory factor analysis.

Nurturing physical literacy in young children offers a unique opportunity to address global physical inactivity trend. Early childhood education and care (ECEC) environments, with their extensive reach into this age group, and early childhood educators, through their daily interactions with children, are strategically positioned to influence children's physical literacy development. However, enhancing educators' ability to foster physical literacy requires valid and reliable assessment tools to measure holistic physical literacy constructs (i.e., cognitive, affective, behavioral) to assess the impact of physical literacy educational interventions. The purpose of this study was to develop a holistic digital tool to measure physical literacy knowledge, attitudes, self-efficacy, and behaviors of early childhood educators (PLKASB-ECE) for both their professional teaching context as well as the educator's own personal physical literacy behaviours. This study was conducted in two phases. Phase 1 involved item generation and content validation. Phase 2 employed a cross-sectional validation study design to assess the psychometric properties of the PLKASB-ECE tool. Based on a literature review an initial 19-item instrument was developed that subsequently underwent three rounds of expert content validation. Six additional items were added, resulting in a final 25-item self-report measure with a readability score equivalent to an 8th grade reading level (Flesch-Kincaid Grade Level: 8.7). This included 1 global rating item, 2 qualitative response items, 7 knowledge items, and 15 items addressing physical literacy attitudes, self-efficacy and behaviors using a 7-point Likert response scale. The PLKASB-ECE tool was administered to 470 educators in Alberta, Canada between 2019 to 2022. The 15 items were subjected to exploratory factor analysis and resulted in a five-factor scale with one item not loading. The five-factor scale held with the final 14 items with loadings ranging from 0.481 to 0.886, Cronbach's alpha ranging from 0.70 to 0.82, with ordinal omega ranging from 0.72 to 0.82. Usability, as assessed by completion time, was 8.15 minutes. These findings demonstrate good indices of reliability and validity for the PLKASB-ECE tool. This tool will be valuable as a research outcome measure for assessing educational interventions aimed at enhancing educators' understanding, confidence, and strategies for fostering holistic concepts of physical literacy in young children within ECECs.

Pathways to educational integration: affordances and constraints on migrant children's participation in Swedish preschool teaching activities

ABSTRACT This study explores the integration of newly arrived migrant children in Swedish preschools, focusing on their participation in teaching activities. The research is part of a larger project examining how these children, who experience a double transition into both a new cultural and educational environment, become integrated into early childhood education and care (ECEC). The study investigates how different teaching activities either facilitate or constrain migrant children’s democratic participation. The research was conducted in two rural preschools with predominantly Swedish-speaking children and practitioners. The findings reveal that migrant children are more engaged during musical and physical activities, which rely less on verbal communication, compared to linguistically based activities. Teacher-controlled events, which consistently link language with resources, help maintain migrant children’s attention, while dialogic teaching practices often result in their disengagement. The study highlights the importance of structured and inclusive teaching practices to support the educational integration of migrant children.

Building professionalism: Chilean ECEC leaders’ views on their participation in professional associations

ABSTRACT Early childhood education and care (ECEC) leaders are required to have training and experience, given the diversity of responsibilities they have to meet. This paper explores the participation of ECEC leaders in grassroot associations and teachers’ unions. Following a qualitative methodology, semi-structured interviews were conducted with 11 ECEC leaders who participated in professional associations. Findings show that ECEC leaders think that participating in professional associations enhances their professionalism by bridging gaps in professional development between the public and private sectors, promoting solidarity among leaders, and mitigating feelings of isolation. Nonetheless, neoliberal values and governmentality shape their subjectification, leading ECEC leaders to internalize regulatory norms. This study highlights the importance of further research on how ECEC leaders navigate neoliberal policies and professional development in a changing institutional context.

Early Childhood Education and Care Attendance and Its Association With Outdoor Play, Screen Time and Sleep Duration of Young Children: Findings From the CHAT Trial in Australia.

Effects of attending early childhood education and care (ECEC) on health behaviours of young children remain unclear. This study aimed to investigate whether ECEC attendance was associated with outdoor play, screen time, sleep duration and family demographics of children aged 2 and 3 years. Secondary analysis was conducted using data extracted from two linked trials conducted in Australia, 2017-2020. Telephone surveys were conducted with participating mothers for data collection. Multiple logistic and linear regression models were built to investigate the associations of ECEC attendance with outdoor play, screen time, sleep duration and family demographics among young children. At ages 2 and 3 years, 797 and 537 mothers completed surveys, respectively. Of respondents, 65% and 72% of children attended ECEC, respectively. Children who attended ECEC had 17 min (95% CI 3.8-30.5) and 28 min (95% CI 14.1-41.9) more daily outdoor playtime and had 13 min (95% CI 4.0-21.5) and 19 min (95% CI 6.4-30.7) less daily screen time at home at 2 and 3 years, respectively. Although ECEC attendance was not associated with sleep duration, children who attended ECEC were more likely to meet all three recommendations (outdoor play, screen time and sleep) with adjusted odds ratio (AOR) 1.84 (95% CI 1.24-2.72) at age 2 and AOR 2.34 (95% CI 1.28-4.28) at age 3. Mothers who were employed, first-time mothers, spoke English at home or had a high household income were more likely to use ECEC services. ECEC services may hold promise to influence outdoor play and screen time among young children. Children from lower socio-demographic background had a lower rate of ECEC attendance. Future health promotion programmes for young children need to also consider children who do not attend ECEC.

Quality of Early Childhood Education and Care in Kazakhstan: The First Nationwide Study

Currently, Kazakhstan has the highest enrolment rate in the history of early childhood education and care (ECEC), with 98% enrolment for children aged three to six years old. With this significant expansion of ECEC, there is a lack of sufficient evidence on its overall quality. This study is the first countrywide study aimed to evaluate the ECEC quality in Kazakhstan using the internationally recognized Early Childhood Environment Rating Scale (ECERS-3). We looked at 50 preschool classrooms from all regions of Kazakhstan. The preschools had different combinations of the following characteristics: located in urban/rural areas; state/private; with Russian/Kazakh-language instruction. The scores demonstrated ‘below the minimal’ quality of ECEC in Kazakhstan. No correlation was found between the quality of ECEC and regions or types of settlement. Findings revealed such problems as deprivation of play, predominance of teacher-led pedagogy, large child-to-staff ratio and others. Children are not offered adequate amounts or variety of cognitively stimulating opportunities that would support their development and learning. There was a statistically significant difference in quality depending on the language of instruction. Kazakh groups were more likely to score worse than Russian ones (N=47, p=.026). The reasons for these findings are numerous, both due to the complexity of the ‘quality’ notion, as well as various issues that influence the quality of ECEC in Kazakhstan.

The impact of perceived leadership quality, moral stress and participation on turnover intentions in ECEC sector

The aim of this study was to investigate how perceived leadership quality, moral stress and participation are related to turnover intentions in early childhood education and care (ECEC). The theoretical framework was based on mentalizing leadership, participation, and moral stress. The data were collected via a survey (N = 332). The results showed that the ECEC staff were on average quite content with the quality of leadership and participation. Their turnover intentions and moral stress were moderate on average. However, the staff groups differed statistically significantly, with the ECEC nurses scoring lower on leadership satisfaction and participation, and higher on moral stress and turnover intentions than the teachers and leaders. This suggests that we need to develop a way of recognizing stressors at earlier stages, as well as handling them in time before they grow too large. For this, a functioning leadership that promotes reflection and participation is crucial.

Participation and influence of welfare associations in early childhood education in legislative procedures in Germany

ABSTRACT In Germany, responsibility for early childhood education and care (ECEC) lies with the 16 federal states, which define the structures, financing and regulations concerning ECEC. Due to a subsidiary system, municipalities are not able to offer ECEC as long as private providers offer enough places. These providers employ a large variety of pedagogical concepts and practices. The article explores the role of welfare associations and interest groups in ECEC policies. What is their position in legislative procedures and their influence on the development of a competent system under the perspective of professionalization? First, we give a theoretical framework about professionalization and the development of a competent system and then describe the structure of the German ECEC system. Then we provide a content analysis of documents on the influence of associations in an exemplary legislative procedure to promote quality in ECEC. The results illustrate how welfare associations can influence ECEC policies.

The travelling and embedding of discourses on quality in early childhood education and care

ABSTRACT The present article is a meta-ethnographic analysis of 15 first-order ethnographic studies with a focus on quality in early childhood education and care (ECEC). The aim of the study is to investigate how neoliberal policy discourses on quality in early childhood education and care travel between global and local contexts and how they become embedded in local preschool practices. Central concepts in the analysis are institutional strategic responses, social reproduction and change in relation to how neoliberal discourses on quality become embedded in local preschool practices. The findings show how neoliberal policy discourses on quality are transformed and embedded in local preschool practices with different results and responses. The analysis uncovers five strategic, institutional responses: Acquiescence, Avoidance, Manipulation, Compromise, and Defiance. Acquiescence and Avoidance show patterns of social reproduction and Manipulation, Compromise, and Defiance reveals a potential opportunity for social change.

‘Coaching differently’: using positive practice-based group coaching to promote personal and professional well-being

ABSTRACT Early Childhood Education and Care (ECEC) teachers face significant challenges to their personal and professional well-being that can influence the quality of their interactions with children. Despite this recognition, interventions exploring the potential of Positive Psychology and School-Wide Positive Behavior Support (SWPBS) to address the personal and professional well-being of ECEC teachers are lacking. In this paper, we present how a training program, theoretically grounded on the PERMA model and SWPBS approach, was delivered to 50 Portuguese ECEC teachers using an innovative coaching model, Positive Practice-based Group Coaching. The participants attended 10 on-site training sessions designed to explore the potential of group dynamics on self-reflection and problem-solving. Results indicate that the integration of the PERMA model and SWPBS approach was highly satisfactory and that a non-directive, flexible, and informal coaching style was crucial for the success of the implementation process. We discuss how Positive Practice-based Group Coaching can be useful for future professional development actions to promote the personal and professional well-being of professionals in ECEC.

How policies created without early childhood educator input create toxic working environments that objectify educators

Through the lens of objectification and toxic workplace theory, this article critically examines Ontario, Canada's policies and regulations on early childhood education and care (ECEC). In the context of Canada's transition to universal child care and the persistent workforce crisis in the ECEC sector, this article highlights how registered early childhood educators (RECE) workplace challenges, including poor working conditions, low wages, and a lack of professional recognition, are theorized within objectification and toxic workplace theory. Specifically, the Child Care and Early Years Act (CCEYA) and the Ontario Early Year Framework, which establish the standards and regulations for licensed childcare providers, are analyzed to determine how they objectify RECEs and create toxic workplaces. Grounded in advocacy to improve working conditions in ECEC, this article provides a unique framework for understanding and interrupting how RECEs are not considered in creating government regulations, how individual centers and organizations can interpret the current rules to continue to devalue the contributions of RECEs to the sector, and how and why this continuation of devaluation is affecting the well-being and working conditions of RECEs.